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2 - UFLI Scope and Sequence (Updated).pdf

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Activities

What follows are ideas for language-building activities that you can do with your child to help him or her build the skills he or she needs to become a reader. Most public libraries offer free use of books, magazines, videos, computers, and other services. Other things that you might need for these activities are not expensive.

For each set of activities, we give an age span that suggests when children should try them. From one activity to the next, we continue to talk about children at different stages: babies (birth to 1 year), toddlers (1 to 3 years), preschoolers (ages 3 and 4), and kindergartner/early first-graders (ages 5 and 6). Remember that children don't always learn the same things at the same rate. Children also don't suddenly stop doing one thing and start doing another just because they are a little older. So use the ages as guides as your child learns and grows. Don't consider them to be hard and fast rules.

You'll see that your role in the activities will change, too. Just as you hold up your child when he or she is learning to walk, you will help your child a lot when he or she is taking his or her first language steps. As your child grows, you will gradually let go, and he or she will take more and more language steps on his or her own. That is why in most of the activities we say, "The first activities . . . work well with younger children. As your child grows older, the later activities let your child do more."

As a parent, you can help your child want to learn in a way no one else can. That desire to learn is a key to your child's later success. Enjoyment is important! So, if you and your child don't enjoy one activity, move on to another. You can always return to any activity later on.

Baby Talk

For babies from birth to 1 year

Babies love hearing your voice. When you answer your child's sounds with sounds of your own, he or she learns that what he or she "says" has meaning and is important to you.

What to Do

Talk to your baby often. Answer your child's coos, gurgles, and smiles. Talk, touch, and smile back. Get your child to look at you.

Play simple talking and touching games with your baby. Ask, "Where's your nose?" Then touch your child's nose and say playfully, "There's your nose!" Do this several times, then switch to an ear or knee or tummy. Stop when your child (or you) grows tired of the game.

Change the game by touching the nose or ear and repeating the word for it several times. Do this with objects, too. When he or she hears you name something over and over again, your child begins to connect the sound with what it means.

Do things that interest your baby. Vary your tone of voice, make funny faces, sing lullabies, and recite simple nursery rhymes. Play "peek-a-boo" and "pat-a-cake" with your child.

Books and Babies

For babies from age 6 weeks to 1 year

Sharing books is a way to have fun with your baby and to start him or her on the road to becoming a reader.

What You Need

Cardboard or cloth books with large, simple pictures of things with which babies are familiar

Lift-the-flap, touch-and-feel, or peek-through play books

What to Do

Read to your baby for short periods several times a day. Bedtime is always a good time, but you can read at other times as well-while you're in the park, on the bus, or even at the breakfast table (without the food!).

As you read, point out things in the pictures. Name them as you point to them.

Give your baby sturdy books to look at, touch, and hold. Allow your child to peek through the holes or lift the flaps to discover surprises.

Chatting with Children

For children ages 1 to 6

Continue talking with your older child as you did with your baby. Talking helps your child to develop language skills and lets him or her know that what he or she says is important.

What to Do

The first activities in the list below work well with younger children. As your child grows older, the later activities let him or her do more. However, keep doing the first ones as long as your child enjoys them.

Talk often with your toddler. When feeding, bathing, and dressing your child, ask him or her to name or find different objects or clothing. Point out colors, sizes, and shapes.

Talk with your child as you read together. Point to pictures and name what is in them. When your child is ready, ask him or her to do the same. Ask your child about his or her favorite parts of the story, and answer his or her questions about events or characters.

Teach your toddler to be a helper by asking him or her to find things. As you cook, give your child pots and pans or measuring spoons to play with. Ask your child what he or she is doing and answer his or her questions.

Whatever you do together, talk about it with your child. When you eat meals, take walks, go to the store, or visit the library, talk with your child. These and other activities give the two of you a chance to ask and answer questions such as, "Which flowers are red? Which are yellow?" "What else do you see in the garden?" Challenge your child by asking questions that need more than a "yes" or "no" answer.

Listen to your child's questions patiently and answer them just as patiently. If you don't know the answer to a question, have your child join you as you look for the answer in a book. Your child will then see how important books are as sources of information.

Have your child tell you a story. Then ask him or her questions, explaining that you need to understand better.

When your child is able, ask him or her to help you in the kitchen. He or she might set the table or decorate a batch of cookies. A first-grader may enjoy helping you follow a simple recipe. Talk about what you're fixing, what you're cooking with, what your child likes to eat, and more.

Ask yourself if the TV is on too much. If so, turn it off and talk!

As Simple as 'ABC'

For children ages 2 to 6

Sharing the alphabet with your child helps him or her begin to recognize the shapes of letters and to link them with the sounds of spoken language. Your child will soon learn the difference between individual letters-what they look like and what they sound like.

What You Need

Alphabet books, ABC magnets

Paper, pencils, crayons, markers

Glue and safety scissors

What to Do

The first activities in the list below work well with younger children. As your child grows older, the later activities let him or her do more. But keep doing the first ones as long as your child enjoys them.

With your toddler sitting with you, print the letters of his or her name on paper and say each letter as you write it. Make a name sign for your child's room or other special place. Have him or her decorate the sign by pasting stickers or drawing on it.

Teach your child "The Alphabet Song" and play games with him or her using the alphabet. Some alphabet books have songs and games that you can learn together.

Look for educational videos, DVDs, CDs, and TV shows such as "Between the Lions" that feature letter-learning activities for young children. Watch such programs with your child and join in with him or her on the rhymes and songs.

Place alphabet magnets on your refrigerator or on another smooth, safe metal surface. Ask your child to name the letters he or she plays with and to say the words he or she may be trying to spell.

Wherever you are with your child, point out individual letters in signs, billboards, posters, food containers, books, and magazines. When your child is 3 to 4 years old, ask him or her to begin finding and naming some letters.

When your child is between ages 3 and 4, encourage him or her to spell and write his or her name. For many children, their names are the first words they write. At first, your child may use just one or two letters for his or her name (for example, Emily, nicknamed Em, uses the letter M).

Make an alphabet book with your kindergartner. Have your child draw pictures (you can help). You can also cut pictures from magazines or use photos. Paste each picture in the book. Help your child to write next to the picture the letter that stands for the object or person in the picture (for example, B for bird, M for milk, and so on).

What Happens Next?

For children ages 2 to 6

Books with words or actions that appear over and over help your child to predict or tell what happens next. These are called "predictable" books. Your child will love to figure out the story in a predictable book!

What You Need

Predictable books with repeated words, phrases, questions, or rhymes

What to Do

The first activities in the list below work well with younger children. As your child grows older, the later activities let him or her do more. But keep doing the first ones as long as your child enjoys them.

Read predictable books to your child. Teach him or her to hear and say repeating words, such as names for colors, numbers, letters, and animals.

Pick a story that has repeated phrases, such as this example from The Three Little Pigs:

Wolf Voice: Little pig, little pig, let me come in.
Little Pig: Not by the hair on my chinny-chin-chin!
Wolf Voice: Then I'll huff and I'll puff and I'll blow your house in!

Your child will learn the repeated phrase and have fun joining in with you each time it shows up in the story. Pretty soon, your child will join in before you tell him or her.

Read books that give hints about what might happen next. Such books have your child lifting flaps, looking through cut-out holes in the pages, "reading" small pictures that stand for words (called "rebuses"), and searching for many other clues. Get excited along with your child as he or she hurries to find out what happens next.

When reading predictable books, ask your child what he or she thinks will happen. See if your child points out picture clues, if he or she mentions specific words or phrases, or if your child connects the story to something that happens in real life. These are important skills for a beginning reader to learn.

A Home for my Books

For children ages 2 to 6

Starting a home library for your child shows him or her how important books are. Having books of his or her own in a special place boosts the chance that your child will want to read even more.

What You Need

Books from bookstores, garage sales, flea markets, used book stores, and sales at your local library

A bookcase, a cardboard box, or other materials to make a place for books

What to Do

Pick a special place for your child's books so that he or she knows where to look for them. A cardboard box that you can decorate together might make a good bookcase. Or you might clear one of the family bookshelves and make a special place for your child to put his or her books.

Help your child to arrange his or her books in some order-favorite books, books about animals, holiday books. Use whatever method will help your child most easily find the book he or she's looking for.

Borrow books from your local library. Go to the children's section and spend time with your child reading and selecting books to take home and put in his or her special place. You might even have a box or space just for library books, so that they don't get mixed up with your child's own books.

Encourage family members and friends to give books to your child as presents for birthdays and other occasions.

When you and your child make your own books, you can add them to your home library.

A Picture's Worth a Thousand Words

For children ages 3 to 6

Books that have no words, just beautiful pictures, invite you and your child to use your imaginations to make up your own stories to go with the pictures.

What You Need

Wordless picture books

Old magazines

Safety scissors

Construction paper

What to Do

The first activities in the list below work well with younger children. As your child grows older, the later activities let him or her do more. But keep doing the first ones as long as your child enjoys them.

Look through the whole picture book with your child. Ask your child what he or she thinks the story is about. Tell the story together by talking about each page as each of you sees it.

Ask your child to identify objects, animals, or people on each page. Talk with your child about the pictures, and ask him or her if he or she thinks that they are like real life.

Have your child tell another child or family member a story using a wordless picture book. Doing this will make your child feel like a "reader" and will encourage him or her to continue learning to read.

Have your child create his or her own picture book with his or her drawings or pictures that you help your child cut from magazines.

Rhyme With Me: It's Fun, You'll See!

For children ages 3 to 6

Rhyming activities help your child to pay attention to the sounds in words.

What You Need

Books with rhyming words, word games, or songs

What to Do

The first activities in the list below work well with younger children. As your child grows older, the later activities let him or her do more. But keep doing the first ones as long as your child enjoys them.

Play rhyming games and sing rhyming songs with your child. Many songs and games include clapping, bouncing and tossing balls, and playing in groups.

Read rhymes to your child. As you read, stop before a rhyming word and encourage your child to fill in the blank. When your child does, praise him or her.

Listen for rhymes in songs that you know or hear on the radio, TV, or at family or other gatherings. Sing the songs with your child.

Around the home, point to objects and say their names, for example, clock. Then ask your child to say as many words as he or she can that rhyme with the name. Other easily rhymed words are ball, bed, rug, sink, and toy. Let your child use some silly, or nonsense, words as well: toy-joy, boy, woy, loy, doy, hoy, noy.

Say three words such as go, dog, and frog, and ask your child which words sound the same rhyme.

If your child has an easy-to-rhyme name, ask him or her to say words that rhyme with it: Jill-bill, mill, fill, hill.

If a computer is available, encourage your child to use it to play rhyming games.

Match My Sounds

For children ages 3 to 6

Listening for and saying sounds in words will help your child to learn that spoken words are made up of sounds, which gets him or her ready to match spoken sounds to written letters-an important first step toward becoming a reader.

What You Need

Books with nursery rhymes, tongue twisters, word games, or silly songs

What to Do

The first activities in the list below work well with younger children. As your child grows older, the later activities let him or her do more. But keep doing the first ones as long as your child enjoys them.

Say your child's name, then have him or her say words that begin with the same sound; for example: David-day, doll, dish; Jess-juice, jam, jar.

As you read a story or poem, ask your child to listen for and say the words that begin with the same sound. Then have your child think of and say another word that begins with the sound.

Read or say a familiar nursery rhyme such as "Humpty, Dumpty." Then have your child make it "Bumpty, Lumpty" or "Thumpty, Gumpty."

Help your child to make up and say silly lines with lots of words that start with the same sound, such as, "Sister saw six silly snakes."

Say two names for an animal, and tell your child to choose the name that begins with the same sound as the animal's name. Ask, for example, should a horse's name be Hank or Tank? Should a pig be Mattie or Patty? Should a zebra be Zap or Cap?

Take a Bow!

For children ages 3 to 6

When your child acts out a poem or story, your child shows his or her own understanding of what it is about. Your child also grows as a reader by connecting emotions with written words.

What You Need

Poems or stories written from a child's point of view

Things to use in a child's play (dress-up clothes, puppets)

What to Do

Read a poem slowly to your child. Read it with feeling, making the words seem important.

If your child has a poem he or she especially likes, ask your him or her to act it out. Ask your child to make a face to show the way the character in the poem is feeling. Making different faces adds emotion to the performer's voice. After your child's performance, praise him or her for doing a good job.

Tell your child that the family would love to see him or her perform his or her poem. Set a time when everyone can be together. When your child finishes his or her performance, encourage your child to take a bow as everyone claps and cheers loudly.

Encourage your child to make up his or her own play from a story that your child has read or heard. Tell him or her that it can be make-believe or from real life. Help your child to find or make things to go with the story-a pretend crown, stuffed animals, a broomstick, or whatever the story needs. Some of your child's friends or family also can help. You can write down the words or, if your child is old enough, help him or her to write them. Then help your child to stage the play for everyone to see!

Family Stories

For children ages 3 to 6

Telling family stories lets your child know about the people who are important to him or her. They also give your child an idea of how one thing leads to another in a story.

What to Do

The first activities in the list below work well with younger children. As your child grows older, the later activities let him or her do more. But keep doing the first ones as long as your child enjoys them.

Tell your child stories about your parents and grandparents or about others who are special to you and your family. You might put these stories in a book and add old photographs.

Think out loud about when you were little. Make a story out of something that happened, such as a family trip, a birthday party, or when you lost your first tooth.

Have your child tell you stories about what he or she did on special days, such as holidays, birthdays, and family vacations.

If you go on a trip, write a trip journal with your child to make a new family story. Take photographs of special events. Writing down special events and pasting photographs of the events in the journal will tie the family story to a written history. You can also include everyday trips, such as going to the grocery store or the park.

Write On!

For children ages 3 to 6

Reading and writing support each other. The more your child does of each, the better he or she will be at both.

What You Need

Pencils, crayons, or markers

Yarn or ribbon

Writing paper or notebook

Cardboard or heavy paper

Construction paper

Safety scissors

What to Do

The first activities in the list below work well with younger children. As your child grows older, the later activities let him or her do more. But keep doing the first ones as long as your child enjoys them.

Write with your child. Your child will learn a lot about writing by watching you write. Talk with him or her about your writing so that your child begins to understand that writing means something and has many uses.

Have your preschooler use his or her way of writing-perhaps just a scribble-to sign birthday cards or make lists.

Hang a family message board in the kitchen. Offer to write notes there for your child. Be sure that he or she finds notes left there for him or her.

Ask your preschooler to tell you simple stories as you write them down. Question your child if you don't understand something.

Encourage your preschooler to write his or her name and practice writing it with your child. Remember, at first your child may use only the first letter or two of his or her name.

Help your child write notes or e-mails to relatives and friends to thank them for gifts or to share his or her thoughts. Encourage the relatives and friends to answer your child.

When your child is in kindergarten, he or she will begin to write words the way that he or she hears them. For example, your child might write haf for have, frn for friend, and Frd for Fred. Ask your child to read his or her writing to you. Don't be concerned with correct spelling. Your child will learn that later.

As your child gets older, he or she can begin to write or tell you longer stories. Ask questions that will help your child organize the stories. Answer questions about alphabet letters and spelling.

Turn your child's writing into books. Paste his or her drawings and writings on pieces of construction paper. For each book, make a cover out of heavier paper or cardboard, then add special art, a title, and your child's name as author. Punch holes in the pages and cover and bind the book together with yarn or ribbon.

Engaging in the activities above will offer a rich experience for children as they build their language skills.

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Activities What follows are ideas for language-building activities that you can do with your child to help him build the skills he needs to become.

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The Regional Educational Laboratory (REL) Program

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Supporting Your Child’s Reading at Home | IES

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Learning to read begins at home through everyday parent-child interactions, long before children attend school. Your continued support of literacy development throughout elementary school positively affects your child’s reading ability. We are pleased to provide these Family Activities with easy-to-follow instructions to help your child practice foundational reading skills. We invite you to view the short Family Videos for tips on how to use the activities to help your child grow as a reader. Using the Family Activities at home can help your child develop language, link sounds to letters, blend letters and word parts to read and write words and read for understanding.

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Share your videos with friends, family, and the world

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Share your videos with friends, family, and the world

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Chicken Little

A modern adaptation of the classic tale: What happens when a completely normal chicken believes everything he reads on the internet? This story is written in the present tense, because it's a good thing to learn.

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Why you should probably lock your door when you go out for a walk, even if you live en medio de un gran bosque. Why are the three bowls of sopa different temperatures when they were poured at the same time? Science, is why.

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A deeply troubling investigation into what happens when you let your children walk somewhere alone: Caperucita Roja eats fresas, picks margaritas and talks to el Gran Lobo Feroz on the way to Grandma's house. (Warning: Contains highly improbable medical scenes.)

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Spanish Children's Stories - The Spanish Experiment

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A modern adaptation of the classic tale: What happens when a completely normal chicken believes everything he reads on the internet? This story is written in the present tense, because it's a good thing to learn. Our first ever original story, about a bird and a whale and their shared love of little fish.

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Story Time From Space | T2 Science & Math Education Consultants

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Story Time from Space Directory

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Library Directory | Story Time From Space

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Book by Susan Lendroth Read in space by astronaut Christina Koch Running Time: 9:34 Minutes Running Time: 22:04 Minutes Running Time: 18:28 Minutes Running Time: 13:15 Minutes Read by: Anne McClain Running Time: 9:31 Minutes Read by: Hazzaa al-Mansoori (In Arabic) Running Time: 10:29 Minutes Written by: Lost My Name

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Virtual Field Trips for Elementary | Classroom Resources Folder from PBS LearningMedia

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Inspire your students with thousands of free teaching resources including videos, lesson plans, and games aligned to state and national standards.

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UFLI Foundations: How to Implement Day 1 Lessons

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UFLI Foundations: How to Implement Day 2 Lessons

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Lesson Resources

The UFLI Foundations Toolbox contains all the lesson resources to accompany the lesson plans provided in the UFLI Foundations manual. (Don't have a manual yet? Click here to order one) Every lesson has companion resources that will help you implement the lessons efficiently, effectively, and consistently.

Some of the companion lesson resources you will find below include:

Lesson slide decks (in PowerPoint and Google Slide formats)

Decodable passages

Homework sheets

Games and activities for additional practice

We have grouped the lessons into smaller units so you can access these resources more easily. Scroll down to use the buttons below to find the resources for each lesson or groups of lessons.

Please note that we are still building out these free resources, and we will be editing this page over the next few weeks. We wanted you to be able to access some materials as soon as possible, but be sure to come back later to see the rest!
New to UFLI Foundations? Learn about its development, check out a sample lesson plan, view the scope and sequence, and more.

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The UFLI Foundations Toolbox contains all the lesson resources to accompany the lesson plans provided in the UFLI Foundations manual. (Don't have a manual yet? Click here to order one) Every lesson has companion resources that will help you implement the lessons efficiently, effectively, and consistently.

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​How to Use Orthographic Mapping to Teach Sight Words

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Consonant vs. Vowel Sounds of Y: What’s the difference?

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A-Z Letter Sounds with Movement & Mouth Formation

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A-Z Letter Sounds with Movement & Mouth Formation

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A-Z letter Sounds with Movement and Mouth formation

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Universal Screening K-12.pdf | Powered by Box

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The Building Blocks to Reading Proficiency

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The Building Blocks to Reading Proficiency

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Free Decodable Story Generator for the Science of Reading · Project Read

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Generate a decodable story compatible with any Science of Reading-based phonics curriculum for free. Download a student-friendly PDF in seconds.

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Phonics & Stuff is dedicated to providing high-quality resources for learning and teaching phonics. Explore our games for learners or our sophisticated tools to create customized phonics lessons.

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Managing Behavior

Planning an engaging lesson requires effective instructional organization and student management. Having your lesson slides sequenced in advance will take care of much of the organization. Your scope and sequence will help you determine which new skills to focus on, and your observations from previous lesson will help you know which skills need review.

To manage your instruction in a virtual environment, we recommend some key strategies:

1. planning and organizing your lesson activities carefully

2. beginning each lesson with a checklist, which serves as an advance organizer,

3. clearly stating behavioral expectations and reviewing them often, and

4. using frequent behavior-specific praise.

Check out this recent article by Valentina Contesse and Holly Lane: "Tips for Supporting Students' Behavioral Needs During Virtual Reading Instruction"

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Managing Behavior | UF Literacy Institute

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Planning an engaging lesson requires effective instructional organization and student management. Having your lesson slides sequenced in advance will take care of much of the organization. Your scope and sequence will help you determine which new skills to focus on, and your observations from previous lesson will help you know which skills need review.

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Instructional Activities | UF Literacy Institute

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As children are developing early literacy skills, they begin to associate the phonemes (speech sounds) they hear with the graphemes (letters and letter combinations) they see. The activities in this section are designed to strengthen students’ phoneme-grapheme associations.

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Project Read, your AI Co-Teacher for the Science of Reading

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Science of Reading decodables generated for each student and an AI tutor which gives students feedback as they read.

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UFLI Certificate of Alphabet Achievement

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UFLI Certificate of Alphabet Achievement

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UFLI Certificate of Achievement: Program Completion

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UFLI Certificate of Achievement: Program Completion

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The Science of Reading: The Basics and Beyond - The Science of Learning Blog

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What should educators and parents know about the science of reading? Here is a basic summary, plus two important beyond-basic facts to inform educators' choices of reading programs.

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The all-in-one portal for UFLI Assessment and Planning · Project Read

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From weekly data to small groups lesson plans in seconds.

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A new tool that blends your everyday work apps into one. It’s the all-in-one workspace for you and your team